Digital-Viral Revisited

In my last blog post I shared a meme that I created with the intent to digitally spread a satirical message about the students of U of I who desirably await winter break. My goal was to damatize the simple everyday tasks at U of I, like using the public bathrooms, that students can not wait to forget for a month. My audience was other U of I students who could create their own version of my meme using the text “Holiday’s Start Now”, and the hashtag, #getoutofchambana, but the meme did not get a lot of attention.

The reason behind the lack of attention my mom received is, one becuase I only shared it though Snapchat, a media through which only my closest friends see posts. Two, the hashtag attached to the post was only relevant on U of I’s campus, and specifically to those students who leave Champaign/Urbana for the Holidays. Three, the humor I used in my meme is subtle and not strong enough to attract a bigger audience. If I had a twitter, or a Facebook my meme could have gotten a greater exposure to. prouder U of I audience who might have a similar humor and appreciate my satirical comment. Either way, the meme had low chances of becoming viral because it did not participate in or respond to popular culture, and it was not publicized enough to become popular culture.

My meme did receive attention from friends and acquaintances that are my friends on Snapchat. Those who understood my meme, sent me comments and strings of laughing emojis to show their reaction. Two friends screenshot my snapchat and posted it in group chats to either poke fun at me, or use it as an emoji to other conversations. My best friend was the only one to participate in creating her on version of the meme, but since she is not at U of I the hashtag, #getoutofchambana, became #getoutofmidwest, saying their are better places to be during the holidays than the flatlands.

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Digital-Viral Assignment Blog Post #9

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The meme I created is a snapshot in time that combines image and text to humorously address the gloomy feelings of students on campus as they see the start of the holiday season, but know they will not experience it for another month. After the WAM Literacies presentation about Snapchat, I decided to use Snapchat’s multi modal platform to spread this humous and ironic message. My meme is ironic and funny because it uses one of the current Snapchat filters “Holiday’s Start Now” in combination with an everyday, bland and tedious activity students have to partake in while still in school. Thus, the meme is showing that even though the holiday season is already celebrated, students are not allowed to partake just yet. To make the message of my meme out there and funny, I added a precut sticker of my eyes showing frustration. The picture I use for my meme, shows me washing my hands in a U of I bathroom. While not everyone might find my meme funny, I have placed some underlying humor for those who can relate. Not many people share their hand washing experience, which is personal and unexpected, intended to make the viewer laugh. The meme shows an everyday task that can become “work” only during final’s season. The fact that I am complaining about washing my hands, is a dramatic way to express the overload of finals season. The combination of text, image, and personal emotion portrayed in the same picture is what makes this meme have a quirky and relatable story. Memes that utilize popular unexpected, but relatable content in an ironic way are usually ones that go viral. Using snapchat to speed this meme means that the people can screenshot the original, but also, and even more importantly recreate the message in infinite ways. By repeatedly putting the meme on my story, sending it to friends, and adding the hashtag #getoutofchambana, I want to encourage people to make their own humorous protest. Encouraging people to openly talk about the anxiety provoking weeks before break is a healthy way to lighten the load, realizing that there is something funny in daunting work which is experienced by everyone. While some might see memes as a nonsensical distractions, they are a what keeps people sane from the overwhelming routines of everyday life.

In Class Writing About Maps

A map is a a genre of writing that allows the audience to visualize information the author is seeking present. More specifically maps allow the audience to qualify data, whether real, or in my case imaginary, by giving it location and physical characteristic. It is much more effective to portray area, trends, and other facts through a map that can followed along visually, beyond just the written word. Yet, maps are not as popular in the mainstream culture because they require looking, they don’t come to the audience as easily a s a song or graffiti. Putting something on a map means that their space on a place and in relation to other things on that map is thoughtfully defined. A map is a small representation of a big idea, that is easier to understand when payed out on a physical plane. Creating a map to present data shows that the connection of rhetoric is very broad because a rhetorical message can be carried through any type of media. A map is a text, as effective in persuading an audience, or even more effective than a argumentative essay would be. As we learned a map is a a more a more general term for a arraignment or data on a plane, thus so is the what we consider rhetoric. To improve this unit I would suggest having earlier deadlines. Having students show progress to classmates/instructor on several occasions would make sure everyone is staying on track with the deadline, and it would give students more feedback before final deadline.

Map Project Proposal Blog Post #8

In this assignment, I will be making a map of home. When I refer to home I mean all the places, people, and things that are “home” to me. Most people would focus on one specific location if they were to make a map of home, but my family immigrated when I was a kid, which changed my perspective on what “home” is. When I was little I used to say that I have multiple homes, but later I came to the realization that “home” occupied a much broader space in my mind, than just the many locations I lived at. Without the family, friends, and hobbies that made me who I am, there would be no “home”. By making a map that illustrates the safe space in my mind, I will be redefining space from its original meaning, an increment of physical land, to an imaginative map of information.

To compose my map, I will use several mediums. First I will sketch my map out on a piece of paper. I chose to begin my planning process with free-hand drawing because I am experienced with the process, affording me the opportunity to quickly get my ideas on paper and change them as many times as I want. To push the assessment one step further, I will digitalize my map, by scanning it, blowing it up, and redrawing it in Illustrator and/or Photoshop. Making my map digital will both give me practice with the tools used for Graphic Design, and it will make it compatible with current technology. A digital map can be copied infinitely, making my map accessible to more people.

This map of “home” is intended for members of society that struggle to find where and what home is. The map is supposed to provide a lighter view on an issue youth struggles with, or how to feel belonging, home, in a globalized society. By engaging with my quirky map, the audience will see that “home” is not only a location, but an accumulation of experiences and loved ones. The audience will be comforted when thinking about the things they find important in their life. Hopefully the audience will find my representation of people and places to be entertaining, which will brighten their mood and show them that they are not alone in the search for belonging.

Yet, creating this map will be a challenge. First off I will struggle with drawing the things that represent home to me in a meaningful, but minimalistic way. Also, when making map that only exists in my imagination, I must consider why certain things are next to each other, what the topography of the terrain is, and how to translate feelings into images and measurements. Sketching the map out on paper will help me come up with multiple rough ideas without going into huge detail. Erasing and redrawing will be part of my process, but a sketch doesn’t take long to recreate. Looking at maps at the library, or online, will familiarize me with how people have translated terrain and distance, so I can apply that knowledge to my map in an original way.

 

Portfolio Free Write

The Mid-portflio of Writing Across Media was an overall helpful activity because ti forced me to look over my past assignments and revise what I didn’t noticed was wrong the first time around. Every time I would reread the blog posts, or inn class writings I found something that did not address the prompt fully. Also re-asking myself these questions allowed me more time to think about possible answers, so I often came up with more to say, or better insight that I did not think of the first time around. Putting all of my blog work together with the revised audio project allowed me to see the correlations between ideas that interest me, or are overarching aspects of the course. These where all benefits of the portfolio assignment.

The fact the this portfolio is such a large part of our grade was a drawback for me. It made me really intimidated to submit the gathered work, and pushed my time limits. Also, I think that since it came so fast after the audio project I didn’t receive the right amount of time to step back from the work I’ve done, so I can look at the project with fresh eyes. If we had more portfolio submissions, instead of one big one, and/or we had more time I would have revised the graffiti project. Revising the graffiti project was my initial idea, but the time frame of the portfolio assignment made it almost impossible to revise graffiti. The graffiti project would haven to be completely redone, instead of just tweaked. With audio we got the chance to insert parts much more easily, so it fit better into the time frame. I wish we had more time, or we had another option to revise the ideas of the graffiti project without repainting it.

Reflection on Audio Project

Sound is affords us the opportunity to mash up multiple messages re-aproprating their meaning. Unlike other current technological media, like video, audio is more forgiving when it comes to mash-ups because the composer doesn’t have to edit the visual and vocal parts of the message. Combining different audio very well makes it seamless for the listener to tell what was once separate. Audio is far reaching, when posted on the internet, or shared with friends, it can be listened even when the audience is multi tasking. There are many ways to record your voice and many formats to listen to what s recorded, allowing a greater span of audience. Even those who cannot read can most likely understand audio. When combing music with speech one can isolate messages that can be lost within the background distractions of video. Audio takes over the space that it is payed in. For instance loud sounds, like the amplified Donald Trump prejudice speeches gets everyone attention, and doesn’t give the the audience an opportunity to zone out. The recording, editing and recombine of audio is a form of rhetoric because it allows writers to create an original text form a number of already existing ones. The is text can provoke emotion (pathos), creates a new reason (logos), and shows authority by hearing the voices of those we respect (ethos), and thus urge the audience to take a specific action. The writing across media audio assignment can change for the better if we used a program that is easier to edit and if we had more resources in choosing a great topic, and editing it.

How to Change the Multimodaly Inhospitable Audio Project

 

In our writing across media class multimodal information delivery occurs when we watch tutorials about and work on our audio projects. The project requires students to be able to both see and hear the tutorial, or there own project. Therefore, a student with a hearing or seeing disability cannot manipulate Audacity in a deliberate way to complete the audio project. Assuming that the audio project remains a part of the course, only a vision dissability can be addressed.
 The issue of the audio project being “multimodally inhospitable” for those with significant sight problems can be resolved by using a program that offers ways to play with audio that do not require such visual precision. An even better way to make the audio project less “multimodally inhospitable”, would be to have a hands on approach with sound and recording. For instance, bringing into class objects that when handled make sounds, and recording those sounds. Playing our recorded voices over the sounds will be an accessible experiment allowing us to push the boundaries of speech, sound effect, music, and silence. Even singing a cappella would be an interesting way to learn how variation of pitch and tone communicate differently in audio format.
Doing a more hands on approach to the audio project would not just be an accommodation for those who can not see, but a fun and interactive way for everyone to produce a personal message through audio. Plus, by making weird sounds at microphones and playing with noisy objects, students will move around the room more, getting to know each other. This approach would not just be adding on to the current audio project guidelines, but complexly changing them to make them compatible with larger audience.

Disruption, Formatting, and Glitch reflection Free write

Last week in Writing Across Media we talked about disruption, formatting, and glitch because they are relevant in the media of audio we are currently exploring. While doing our group audio project we use formatted multiple segments of audio together composing a mash-up that used disruptions and glitches both in an intentional and non intentional way. Glitch art was present in our writing across the media of audio when we manipulated Donald Trumps voice so it can break down and sound inhumane, but glitches were also accidentally present another unintended places. Either way the glitch adds to the composition the piece. The articles we read and the data bending workshop showed fluidity of medias and made them seem less ridged and more human since they where able to be messed with in such significant ways. By turning pictures into audio we showed that we still have control over technology and are able to break it, but the articles we read also made it clear that medias depending on current technology also break without our deliberation.

Blog Post 5 Remixing Sound

Re-appropriation is taking an instance of cultural/ethnic appropriation such as the use of Native American racist stereotypes in western culture, and ironically reproducing these stereotypes through a media which points to their absurdness. Re-appropriation is performed as a protest to appoapration by the members of the group which are being falsely appropriated.  The article A Tribe Called Red Remixes Sonic Stereotypes, gives an example of a entirely Native American music group which uses audio as their medium of commentary on racism by re-mixing instances of “Indian” cultural appropriation. A Tribe Called Red, take “both visual and sonic symbols that depict racist stereotypes out of their cultural contexts, ATCR draws attention to both the specific racism of each individual image and the ubiquity of racist stereotypes.” For instance, in their track “Brave” ATCR, remixes parts of Tomahawk Chop anthem’s melody, adopted from Florida State University as an attack call on the opposing team during baseball games. The Tomahawk Chop anthem is an example of western cuter appropriating false stereotypes of Native American, which are based on a violent and barbaric view of their race. By integrating the Tomahawk Chop anthem melody and the repetition of the word “Tribe” into traditional dubstep, ATCR creates unexpected and unwelcome sounds that point to the absurdity of stereotype appropriation as a western creation inseparable from the Hollywood industry. Through re-appropration ATCR showcases racism, honors Native American cultural heritage, and unites the urban community of Native American youth.

Creating a mash-up is taking multiple a previously recorded audios and combining them together in a meaningful and musical way. Critics disclaim that mash-ups are sensless and strive for a postmodernist rejecting of the reason in the “master narrative”, but the article Remixing Girl Talk: The Poetics and Aesthetics of Mashups argues against that thought. In Remixing Girl Talk: The Poetics and Aesthetics of Mashups mash-ups are described as a literacy that has the opposite agenda of postmodernism because it forces multiple broken up compositions into a one new and surprising text. Mash-ups are a reflection of globalized society because they are a mix of sounds coming from all over the world. They also repesent modern mentality of rejection to structures that demand a separation of the artist from the audience, and the original from the copy, in a world in which everything is a web of shared thought.

Both re-appropriation and mash-up are methods of composition that use the medium of audio, to create a new narrative from preexisting ones. They both revolt against the mainstream, by disproving the undergrid of separation and racism, and creating something better out of the old. Therefore, remixes are a form of writing across media because they are an original text with a message that is presented to an audience.

 

 

 

Questions about Graffiti

Graffiti lets a writer speak without permission. As an affordance graffiti is a public display of someones message towards an audience. It is not legal, but it is portrayed on walls in public, so it doesn’t leave much choice for those dressed to ignore it. It also lets the author of a message be creative with his address because it opens the opportunity of imagery besides text, which can sometimes be even stronger that a written word. A graffiti’s occupation of space changes that location. What was a black wall on the side of a building is no longer just a wall when graffiti is put there. The location becomes an art piece, a tagged surface, immediately something that belongs to the artist and connects the artists to the community. It speaks of what the community isn’t saying/showing to an outside audience. Exploring graffiti has shown me that rhetoric can be versatile. Thus, rhetoric is not only public political speeches, but it is a message that can exists in any kind of media, as long as it is a call for action told by an author to an intended audience. Now I see graffiti is rhetoric and art, rater than vandalism. It opens communication and interaction between different group of people. Literacies that a gang uses connect them to other gangs, but they act as constrains for the larger audience because the rhetorical message is not directed to them.